Welcome to the Camtree Digital Library
The Camtree Digital Library publishes peer-reviewed research reports produced by educators from around the world. Library content is freely available to all readers.
Camtree supports educators to reflect on their practice and conduct research to improve learning in their own contexts and organisations, through its website at https://www.camtree.org. Camtree is based at Hughes Hall, University of Cambridge.
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Item Strengthening scientific understanding through targeted English lessons(2025)Background and purpose: STEM education (Science, Technologies, Engineering and Mathematics) has demonstrated potential for improving critical thinking skills and engagement in primary education. However, its integration through lesson study remains underexplored. This research addresses this gap by investigating how CLIL (Content and Language Integrated Learning) methodologies, including Soft CLIL (teaching English through Science) and Hard CLIL (teaching Science in English) can benefit from additional support of language targeted lessons in STEM frameworks. Aims: The study explores how lesson study supports interdisciplinary teaching and learning in primary education, with a particular focus on STEM and CLIL integration. It aims to assess the impact of this approach on both teacher collaboration and student learning outcomes, highlighting effective strategies for merging content and language instruction. Study design or methodology: Participants included 2 teachers: Science and EFL teachers and 100 students aged 9-10 from a STEM-focused school. The research lesson study took place in classrooms where teachers applied CLIL-based STEM lessons. Data was collected through classroom observations, students’ performance assessment and teacher interviews. Data analysis was performed through comparison of pre- and post- intervention results. Findings: The collaboration of language and content teachers in STEM through lesson study significantly improved learners’ engagement, motivation and comprehension. They demonstrated increased curiosity and critical thinking skills, such as problem solving and planning. Teachers’ collaboration effectively supported both content and language acquisition. Conclusions, originality, value and implications: This study emphasizes the role of language support in fostering interdisciplinary learning in primary education. It contributes to the field by offering effective strategies for enhancing teaching across disciplines and providing insights into the integration of STEM and CLIL.Item “思维-对话”的反思技能对小学生科学思维深度培养的实践研究 — 以 《船的研究》为例 A Practical Study of Reflection Skills developed through "Thinking-Dialogue" on the Cultivation of Scientific Thinking of Primary School Students: A Case Study of Ships(2025)Context: The study explores the role of reflection skills developed through "thinking-dialogue" in enhancing primary school students' scientific thinking. Conducted in a public school in Changchun, China, the research involved three experienced teachers and 48 fifth-grade students. The students exhibited strong logical thinking and communication skills. The study focused on a unit titled "Research on Ships," where students engaged in engineering practice and iterative reflection to improve their boat designs. Aims: The research aimed to address the limited emphasis on reflection in current science curricula, which often lack structured reflective teaching models. It sought to examine how applying reflection skills within thinking-dialogue could deepen students' scientific thinking. The study investigated how reflection impacts students' ability to refine their designs and develop critical thinking, emphasizing the role of dialogue in prompting deeper learning. Methods: The project followed an inquiry-based approach adapted from the fifth-grade science curriculum. Students initially explored fundamental knowledge about ships, designed and built small boats, and then engaged in iterative reflection based on real-world testing. Teachers facilitated reflection through guided questioning and structured dialogue. Students documented their reflections, identified design flaws, and proposed improvements. Classroom discussions and teacher observations provided qualitative insights into students' evolving thought processes. Findings: Students demonstrated increased depth in scientific thinking through repeated reflection and dialogue. Initially, students struggled with structured reflection, but over time, they learned to articulate challenges and propose solutions. Thinking- dialogue strategies, particularly teacher-led questioning, helped students overcome cognitive obstacles and refine their reasoning. The collaborative aspect of reflection also expanded students’ perspectives, as they learned from their peers' insights. The process fostered critical thinking and iterative problem-solving, leading to improved design outcomes. Implications: The findings suggest that structured reflection within thinking-dialogue can be a valuable tool for enhancing students' scientific reasoning. Teachers facilitating guided reflection can help students develop deeper analytical skills and a more iterative approach to problem-solving. The study highlights the importance of creating open learning environments where students feel encouraged to engage in reflective dialogue. Additionally, sustained reflection appears to foster greater independence in students' critical thinking and collaborative inquiry.Item Exploring the impact of metacognitive strategies on intermediate learners' listening comprehension skills(2025)Background and Purpose: Improving intermediate learners' listening comprehension is a typical problem in English language learning that this lesson study attempts to solve. According to earlier research, listening comprehension might be especially challenging when complex accents and paraphrases are involved since it requires real-time processing. Metacognitive strategies that help students organize, track, and assess their listening processes are frequently ignored in traditional listening training. This study investigates how teaching metacognitive strategies can improve self-regulated listening and boost comprehension in general. As the target students yielded lower scores in the external monitoring examination, that is held twice a year to define students’ weaknesses, inform and revise the curriculum. Aims: The study's main objective was to assess how teaching metacognitive strategies like anticipating, tracking, and assessing affects the listening comprehension of intermediate-level students. It was aimed to find out if these techniques could help students understand spoken English to complete different listening question types. Study Design and Methodology: 28 intermediate students, ages 14 to 15, from an intellectual school in Kazakhstan participated in this study. Three research lessons that addressed various facets of applying metacognitive strategies in listening were part of the intervention. Student interviews, classroom observations, and pre- and post-tests were data collection tools. We evaluated how students' awareness and application of listening methods had changed using the Metacognitive Awareness Listening Questionnaire (MALQ). Findings: According to the study, students' listening comprehension significantly improved after using metacognitive techniques. Students at the highest levels gained the most, successfully using metacognitive techniques. While low attaining students reported feeling more confident when processing complex audio passages, mid attaining students showed improvements in handling paraphrased language and remembering details. Conclusion, Originality, Value, and Implications: This study emphasizes the benefits of teaching intermediate learners metacognitive strategies and enhancement of listening comprehension and promotion of self-regulation. Therefore, in order to accommodate different learners, we advise routinely integrating metacognitive skills into listening teaching. This strategy fosters long-term success in language learning by improving understanding and boosting learners' self-esteem.Item How to develop Grade 9 and 10 students’ writing skills by using the flipped writing method in English lessons(2025)Background and purpose: In the context of Nazarbayev Intellectual Schools in Kazakhstan, students often struggle with recognizing genres and styles, generating and organizing ideas, using appropriate vocabulary, and applying grammar accurately. Traditional approaches to teaching writing, often perceived as solitary and disconnected from active classroom engagement, fail to provide students with the scaffolding needed to succeed. Aims: This study explores the implementation of the Flipped Writing method to enhance writing skills among Grade 9 and 10 students in English classrooms at Nazarbayev Intellectual Schools of Chemistry and Biology in Pavlodar and Petropavlovsk, Kazakhstan. Flipped Writing, rooted in the Flipped Classroom and product-writing approaches, combines individual study of writing samples with structured in-class activities. Study design: The research involved six English teachers, 18 students (three per teacher) aged 15- 16, and two facilitators from the Center for Pedagogical Excellence. Using qualitative methods, including teacher observations, comparative analysis of students’ written works, and student interviews, the study assessed progress in content development, vocabulary use, grammar accuracy, coherence, and cohesion. The research cycle included diagnostic assessments, three iterative lessons focusing on idea generation, guided writing, and feedback, as well as a summative essay task. Findings: The study revealed significant improvement among struggling students in idea generation, vocabulary, and coherence, while advanced and mid-level students showed enhanced grammar accuracy and topical vocabulary use. Students acknowledged the utility of structured criteria, teacher support, and preparatory tasks in improving their writing. Conclusion, originality, value and implications: This study demonstrates that the Flipped Writing method engages students and fosters independent learning while systematically building writing competencies. It highlights the potential for tailored approaches to address varied proficiency levels in multilingual learning environments. These findings contribute to innovative practices in writing pedagogy and suggest further adaptation of Flipped Writing for broader application in diverse contexts.Item Assessment for Thinking: Fostering Critical Thinking through Formative Assessment(2025)Context: This study investigates the potential of formative assessments (FA) to develop 21st- century critical thinking skills in learners. Conducted at an urban school in India, the research focused on Grade 12 students transitioning from a national to an international curriculum. The context highlighted a pedagogical shift required for fostering learner attributes like autonomy, reflective thinking, and intellectual courage, often constrained by traditional teaching methods and assessment practices. Aims: The inquiry aimed to explore how FA, viewed as "Assessment for Learning," could promote critical thinking by embedding it in teaching and feedback practices. The research sought to challenge prevailing perceptions of FA as merely evaluative and instead position it as an integral process to cultivate autonomy and higher-order thinking skills among students. Methods: The research employed a structured lesson using the RSQC2 model (Recall, Summarise, Question, Connect, Comment) to engage learners critically with a poem by Maya Angelou. Data collection included qualitative analysis of student work samples, a feedback form, focus group discussions, and observations. Intellectual traits and reasoning elements from the Paul-Elder framework were used as indicators of critical thinking, alongside student self- assessments and peer feedback. Findings: FA embedded within the lesson effectively fostered intellectual traits such as autonomy and humility, with structured and unstructured feedback cycles enhancing metacognitive awareness. Variations in critical thinking skills were noted across ability levels, and while tasks like framing questions and peer evaluations supported deep learning, some students required more scaffolding. The study revealed that task design and expectations significantly influenced learner engagement and critical thinking development. Implications: The findings suggest that integrating FA as part of classroom practice can nurture critical thinking skills by shifting focus from product-oriented assessments to process-level feedback. Educators may benefit from creating more opportunities for short-cycle feedback and fostering collaborative and reflective learning environments. Insights from this study emphasize the importance of aligning task design with intellectual traits to promote learner autonomy and self-directed inquiry.
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